Ygual-Fernández Amparo, Cervera-Merida José F, Baixauli-Fortea Inmaculada, Meliá-De Alba Amanda
Departamento de Psicología, Evolutiva y de la Educación, Facultad de Psicología,Universidad de Valencia, Valencia, Spain.
Rev Neurol. 2011 Mar 1;52 Suppl 1:S127-34.
A number of studies have shown that teachers are capable of recognising pupils with language difficulties if they have suitable guidelines or guidance.
To determine the effectiveness of an observation-based protocol for pre-school education teachers in the detection of phonetic-phonological, semantic and morphosyntactic difficulties.
The sample consisted of 175 children from public and state-subsidised schools in Valencia and its surrounding province, together with their teachers. The children were aged between 3 years and 6 months and 5 years and 11 months. The protocol that was used asks for information about pronunciation skills (intelligibility, articulation), conversational skills (with adults, with peers), literal understanding of sentences, grammatical precision, expression through discourse, lexical knowledge and semantics.
There was a significant correlation between the teachers' observations and the criterion scores on intelligibility, literal understanding of sentences, grammatical expression and lexical richness, but not in the observations concerning articulation and verbal reasoning, which were more difficult for the teachers to judge. In general, the observation protocol proved to be effective, it guided the teachers in their observations and it asked them suitable questions about linguistic data that were relevant to the determination of difficulties in language development. The use of this protocol can be an effective strategy for collecting information for use by speech therapists and school psychologists in the early detection of children with language development problems.
多项研究表明，如果教师有合适的指导方针或指导，他们能够识别出有语言困难的学生。
确定一种基于观察的方案对学前教育教师检测语音-音系、语义和形态句法困难的有效性。
样本包括来自巴伦西亚及其周边省份公立和国家补贴学校的175名儿童及其教师。儿童年龄在3岁6个月至5岁11个月之间。所使用的方案要求提供有关发音技能（可懂度、清晰度）、对话技能（与成人、与同龄人）、句子的字面理解、语法准确性、语篇表达、词汇知识和语义的信息。
教师的观察结果与可懂度、句子的字面理解、语法表达和词汇丰富度的标准分数之间存在显著相关性，但在发音和言语推理方面的观察结果不存在显著相关性，而这两方面对教师来说更难判断。总体而言，观察方案被证明是有效的，它指导教师进行观察，并就与确定语言发展困难相关的语言数据向他们提出合适的问题。使用该方案可以成为一种有效的策略，为言语治疗师和学校心理学家收集信息，以便在早期发现有语言发展问题的儿童。
